ERIC Number: EJ1213815
Record Type: Journal
Publication Date: 2017
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2476-101X
EISSN: N/A
Making Inquiry Learning Our Top Priority: Why We Must and How We Can
Schneider, Carol Geary
Scholarship and Practice of Undergraduate Research, v1 n1 p45-54 Fall 2017
The liberal arts of evidence-based inquiry are necessities for knowledgeable participation in a self-governing democracy and equally important in an innovation-dependent economy. Higher education's role in fostering these capacities has always been one of its most important contributions to the greater good. The current political environment calls for a new sense of urgency about preparing graduates to apply evidence-based reasoning to complex questions and competing claims. Yet a new study of students' course-based assignments suggests that large numbers of college seniors are leaving college with a very weak grasp of how to use evidence or build a well-supported argument. Calling on educators to make the shift from "my course" to new intentionality about "our curriculum," the author provides practical suggestions for fostering the skills foundational to inquiry learning from first to final year.
Descriptors: Inquiry, Active Learning, Critical Thinking, Outcomes of Education, Evidence Based Practice, Information Utilization, Skill Development, Undergraduate Students, Capstone Experiences, Curriculum Development
Council on Undergraduate Research. 734 15th Street NW Suite 850, Washington, DC 20005. Tel: 202-783-4810; Fax: 202-783-4811; e-mail: cur@cur.org; e-mail: SPUR@cur.org; Web site: https://www.cur.org/what/publications/journals/spur/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A